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ICT IN EDUCATION: HOW CAN
 TEACHERS OVERCOME THIS
         CHALLENGE?
                Maria Paulina de Assis
       Institute of Education, University of London, UK
Renata Aquino Ribeiro, Pontifícia Universidade Católica de
                       São Paulo, Brasil
AGENDA
•   ICT in Education
•   Formal and Informal Education
•   Dimensions of ICT in Education
•   Challenges
•   How to overcome the challenges
•   Knowledge
•   Engagement
•   Practice
ICT IN EDUCATION
•   To teach
•   To learn
•   To interact
•   To enhance learning
•   To co-construct
    knowledge
DIMENSIONS OF ICT IN FORMAL
        EDUCATION



                PEDAGOGICAL


                    TECHNICAL



   ORGANIZATIONAL               SOCIO CULTURAL
FORMAL AND INFORMAL EDUCATION
•   Formal                                          Informal learning tools and techniques
     – Content delivery                                 can be combined with a formal
     – Interaction                                      approach
     – Co-construction of knowledge                 People are being educated for their
                                                        professional lives »
                                                        » they will continue with their
•   Informal                                            education on a lifelong learning
     – Corporate                                        basis.
     – Lifelong learning                            The boundaries between these two
     – Social, cultural learning                        fields can be blurred

•   Open Resources: formal or
    informal?
http://openlearn.open.ac.uk
http://ocw.mit.edu/OcwWeb/web/home/home/index.htm
http://www.oercommons.org
FORMAL AND INFORMAL EDUCATION:
         a continuum




  Formal   Corporate   Communities
CHALLENGES FOR EDUCATORS
• terminology
• technological development
• range of new tools
•  teachers’ lack of confidence in using new
  technology
• technologies are not created for educational
  purposes
HOW TO OVERCOME THE
          CHALLENGES?
• Knowledge
• Engagement
• Practice
KNOWLEDGE
• Information – what is available? What do I
  need? What is appropriate?
• ICT Literacy – how to deal with it?
• Theories of learning – use them?
ENGAGEMENT
• ... to know what to require from the technical
  staff.
• ... changes in the management of classroom
  activities, pedagogical plans, and policies, head
  staff
• ... in the analysis, design, development,
  implementation and evaluation of the project of
  ICT for Education.
• Communication among the people involved in
  the project with different responsibilities is
  essential.
PRACTICE
• Sharing good practices
• Collaboration
• Teacher as action-researcher
CONTACT
paulina.assis@uol.com.br

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Ict in education

  • 1. ICT IN EDUCATION: HOW CAN TEACHERS OVERCOME THIS CHALLENGE? Maria Paulina de Assis Institute of Education, University of London, UK Renata Aquino Ribeiro, Pontifícia Universidade Católica de São Paulo, Brasil
  • 2. AGENDA • ICT in Education • Formal and Informal Education • Dimensions of ICT in Education • Challenges • How to overcome the challenges • Knowledge • Engagement • Practice
  • 3. ICT IN EDUCATION • To teach • To learn • To interact • To enhance learning • To co-construct knowledge
  • 4. DIMENSIONS OF ICT IN FORMAL EDUCATION PEDAGOGICAL TECHNICAL ORGANIZATIONAL SOCIO CULTURAL
  • 5. FORMAL AND INFORMAL EDUCATION • Formal Informal learning tools and techniques – Content delivery can be combined with a formal – Interaction approach – Co-construction of knowledge People are being educated for their professional lives » » they will continue with their • Informal education on a lifelong learning – Corporate basis. – Lifelong learning The boundaries between these two – Social, cultural learning fields can be blurred • Open Resources: formal or informal? http://openlearn.open.ac.uk http://ocw.mit.edu/OcwWeb/web/home/home/index.htm http://www.oercommons.org
  • 6. FORMAL AND INFORMAL EDUCATION: a continuum Formal Corporate Communities
  • 7. CHALLENGES FOR EDUCATORS • terminology • technological development • range of new tools • teachers’ lack of confidence in using new technology • technologies are not created for educational purposes
  • 8. HOW TO OVERCOME THE CHALLENGES? • Knowledge • Engagement • Practice
  • 9. KNOWLEDGE • Information – what is available? What do I need? What is appropriate? • ICT Literacy – how to deal with it? • Theories of learning – use them?
  • 10. ENGAGEMENT • ... to know what to require from the technical staff. • ... changes in the management of classroom activities, pedagogical plans, and policies, head staff • ... in the analysis, design, development, implementation and evaluation of the project of ICT for Education. • Communication among the people involved in the project with different responsibilities is essential.
  • 11. PRACTICE • Sharing good practices • Collaboration • Teacher as action-researcher